Homework answers / question archive / HSV512 – Applied Research Methods in Counseling and Human Services Unit 7 Assignment: Case Study Due Date: 11:59 pm EST Sunday of Unit 7 Points: 100 Overview: You are required to write a case study to use to complete your capstone experience

HSV512 – Applied Research Methods in Counseling and Human Services Unit 7 Assignment: Case Study Due Date: 11:59 pm EST Sunday of Unit 7 Points: 100 Overview: You are required to write a case study to use to complete your capstone experience

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HSV512 – Applied Research Methods in Counseling and Human Services Unit 7 Assignment: Case Study Due Date: 11:59 pm EST Sunday of Unit 7 Points: 100 Overview: You are required to write a case study to use to complete your capstone experience. As you have studied so far in HSV 512, the Action Research process is “different” from quantitative research studies and methods. Action Research is focused on helping individuals and/or agencies and in order to complete an action research study, you need a subject. Hence by writing your case study, you will create your own hypothetical subject to use as the focus of your research. It is CRITICAL that you include enough information so that you have material to use in the action research study in HSV 696. Please remember that the case study you create is hypothetical so you can include any information that you would deem important or is of interest to you. Instructions: Please view the following in writing your case study: ? ? ? ? ? ? Start by sharing basic demographic information about the client, family, or system in which you are writing about. Be sure to include demographic information such as age, gender, race, socioeconomic status, medical history, developmental delays, academic achievements or challenges, or cultural factors, legal history, employment history, etc. Include any relevant mental health history, family/social relationships, drug/alcohol use, and abuse issues. Provide any previous diagnoses, life stressors, coping methods, criminal history. Provide enough information so you can address the following issues: Why has this individual, family, or system been identified as being “in need” and would be worthy of an action research study? What types of problems or situations have occurred that attention has been brought to this individual, family, or system? What is the nature of the problem(s) and history (how long it has been occurring, etc.). Provide information on any individuals who have been working with the individual, family, or system already in regard to these issues? Other family ? ? members or friends? Community members? Coworkers? Mental health providers? School personnel? Clergy? Anyone else as it applies? Be sure to: a. Fully identify your client. b. Outline the problem area. c. Connect the dots as to why an action research plan would be potentially beneficial Any and all factors that are important to the study SHOULD BE INCLUDED AS APPLICABLE in your case. Please note that in Unit 1 of HSV 698, you will be asked to write a case study using these directions. You can use the case study which you have created in HSV 512. However, you could be asked by your instructor in HSV 696 to fine tune or adapt what you have created in HSV 512 in completing the rest of your capstone. Requirements: ? ? ? Submit a Word document. At least one scholarly source. Additionally, a title page, body, and reference section all in APA style is required. Writing Rubric for Written Assignments Performance Area A (100-90) B (89-80) Structure Written work is clear and excellent college-level work; Paragraphing and transitions are clear and appropriate; appropriate guidelines outlined for paper were met (see directions). Written work is clear and adequate college-level work; Paragraphing and transitions are adequate; appropriate guidelines outlined for paper were met with a few noted problems (see directions). Written work inadequate for college-level work; Paragraphing and transitions are inadequate; inappropriate guidelines outlined for paper were not met with several problems (see directions). Organizational structure and paragraphing have serious and persistent errors. Directions were ignored and information provided was insufficient to meet assignment guidelines. The length of the written work is sufficient to cover the topic; assertions are supported by evidence; does not meet full required number of pages and content areas; the appropriate numbers of scholarly sources were used. Written work does not do an adequate job of covering the assigned topic; assertions are weakly supported by evidence; paper is inadequate in meeting the page and content area requirements; the appropriate numbers of scholarly sources were used. Written work does not cover the assigned topic; assertions are not supported by evidence; paper is seriously lacking in content and detail; scholarly journals were not used or used properly. Written work was generally free of errors in word selection and use; sentence structure, spelling, grammar, punctuation was adequate; APA style was acceptable with a few errors. Written work had several major errors in word selection and use; sentence structure, spelling, grammar, punctuation was inappropriate; APA style was unacceptable with a few to multiple errors. Written work had serious and persistent errors in word selection and use; sentence structure, spelling, grammar, punctuation was inappropriate and with serious errors; APA style was completely unacceptable. Total Well-developed paragraphs, complete sentences, title page, body of work meets requirements, references, followed the example specifically Content The length of the written work Demonstrates provides in-depth knowledge of coverage of the topics, through topics, assertions discussion of are clearly concepts, supported by appropriate evidence; integrate of topics Paper meets on directions; required length of scholarly journal pages and content use areas; the appropriate numbers of scholarly sources were used. Mechanics Spelling; grammar; use of APA style Written work has no major errors in word selection and use; sentence structure, spelling, grammar, punctuation was appropriate; APA style was acceptable with no to few errors. C (79-70) D (69-60)/ F< 59 Overall Score = Total/3 Score 1 Case Study Proposal: Helping a Client with Comorbid Mental Illness and Borderline Intellectual Functioning Jane Doe HSV512: Applied Research Dr. Holly Cassaza March 2, 2013 2 Abstract This proposal seeks to address how an adult client with co-occurring mental illness and borderline intellectual disability can best be helped to assimilate in society. The research subject is a 24 year old white male with a mental health diagnosis of major depressive disorder and an overall measured IQ of 67 (tested as an adult). He is deemed too high functioning to qualify for most intellectual developmental disabilities services as his verbal IQ is measured at 78 and he presents well upon superficial examination. He has no known physical problems such as head or brain trauma or oxygen deprivation at birth, and no indication that he suffers from a genetic brain- or chromosome-related condition. The client is from a low income family, and both parents have substance abuse issues. The client’s older brother is currently disabled due to a failed suicide attempt, and the client himself also attempted suicide in his late teens and still ruminates on self harm without any cohesive plan. This proposal outlines the first stages of an action research plan to investigate resources and interventions available to assist this young man live his life to the fullest while suffering from comorbid mental health and developmental disabilities. 3 Helping a Client with Comorbid Mental Illness and Borderline Intellectual Functioning Joshua is a 24 year old white male currently living with his maternal grandparents after a short (one to two month) period of homelessness. Previous to being taken in by his grandparents, Joshua lived with his mother, who has herself been hospitalized for psychiatric evaluation and prescription drug abuse. Joshua’s mother left the family unit when Joshua was 16 to cohabit with a known drug dealer. Joshua’s aunt (his mother’s sister) then began an open sexual and romantic relationship with Joshua’s father. Joshua became very depressed over his family turmoil and, much later, attempted to commit suicide by drinking an unknown quantity of the cleaning fluid Formula 409. Joshua did not tell his family that he had ingested the chemicals, and when he began suffering from severe stomach problems and other side effects, Joshua’s family assumed he had a virus or the flu and did not seek medical assistance. Approximately two weeks after the chemical ingestion, Joshua admitted he had tried to commit suicide and family members sent him to the state psychiatric hospital for evaluation. It was there that Joshua was diagnosed as suffering from major depressive disorder. Joshua’s older brother (now age 30) also attempted to commit suicide by shooting himself in the face shortly after the family break-up. The brother was unsuccessful in his attempt but did shoot off portions of his lower jaw and tongue and now cannot speak. Joshua’s father is described by Joshua as “harsh” and has a long history of alcohol abuse. Joshua’s brother lives with his father. Joshua also lived with his father for a short time after the marital break-up, but his father told Joshua he “could not handle” taking care of both the disabled older brother and Joshua, and sent Joshua to live with his mother instead. Joshua moved in with his mother and her drug-dealing boyfriend and learned about drug dealing himself at that time. He became affiliated with a prominent gang, the Bloods, who befriended Josh and involved him in 4 drug taking and drug distribution activities on their behalf. Joshua became fascinated with what he perceived as “the good life” – drinking alcohol, taking drugs, using prostitutes, and committing petty crimes. When Joshua’s closest friend (a gang member) was shot and killed in a gang turf war dispute, Joshua left the gang and began seeking something “different” to do with his life. Joshua was first evaluated for behavioral and mental problems in the second grade, when school records show a tested overall IQ of 74 and an already growing history of behavior problems. Joshua spent the bulk of his education in special programs and graduated from a special education high school. Joshua’s school records show several concentrated attempts at supportive employment training, including work-study programs and directed employment at a fast food restaurant, a hotel, and a large retail store. Joshua held positions of sandwich maker, janitorial staff, and cart collector at these establishments, respectively. Joshua performed below expectations at all of these jobs – unable to learn to use the meat slicer at the deli, uninterested in clean-up work at the hotel, and in constant altercations with other cart collecting staff at the local Wal-Mart where he was employed. Joshua managed to retain his Wal-Mart job for approximately six months after graduating from high school, when he states he was fired for “stealing company time” (punching in/out on his time card without working) but states he suspects he was fired due to conducting an affair with his boss’s wife. Joshua has been unable to obtain employment since. Joshua shows very little insight into either his mental illness diagnosis or his intellectual limitations. He states he would like to “make big money” and has expressed interest in taking a career aptitude test to determine his strengths. He lists his goals as “becoming a rap star” and “moving to Hollywood.” Recent attempts to help Joshua find local employment have not been 5 successful. Despite focused interventions such as role playing, drills, and verbal instruction, Joshua struggles to grasp the nuances of successful social interaction. As an example, Joshua recently applied for a stocking job at a local Home Depot. He was extremely excited to get a call for an interview, and practiced his interview skills repeatedly before the meeting. However, once at the meeting, Joshua stated he “did not understand most of what the manager was talking about” and when asked if Joshua had any questions about the position, Joshua asked the manager if he would be required to “wear a suck-ass uniform.” When Joshua was not called back with a job offer, he became despondent and began a new period of deep depression. He has become withdrawn and exhibits signs of social anxiety, not wanting to interact with others or participate in public activities such as eating in a restaurant. Joshua’s family also shows little insight into Joshua’s limitations, and continually pressures him to find employment and move out on his own. Joshua’s grandparents, with whom he now lives, are both suffering from cancer and have little patience or energy for helping Josh. Joshua’s mother had an altercation with Joshua over accusations that she stole Joshua’s prescription psychiatric medications which resulted in the police being called and Joshua being banned from living with or visiting his mother (who lives in public housing). Joshua wandered the streets for a short period of time and was picked up by a local church running a drug rehabilitation program. Because Joshua was not addicted to drugs, the church only let him stay at their facility for approximately two weeks before dropping him off in the town square with no funds or way to contact family members. Joshua was able to convince a local business to let him call his grandparents, who picked him up and have been allowing him to stay with them temporarily until he can find a job and permanent residence. 6 Joshua is a good candidate for an action research project. As described in Stringer and Dwyer (2013, p. 4), Joshua exhibits features conducive to action research: He is motivated for change and is seeking stability. He engages in reflection on his problems and theorizes solutions. He is willing to work collaboratively to solve his problems, yet his borderline intellectual functioning is a barrier to reaching his goals. His mental illness diagnosis of major depressive disorder contributes to Josh’s energy levels and self-outlook, which also presents a barrier to goal attainment. Joshua does have some level of social support, although his family appears more interested in ridding themselves of Joshua’s problems than in helping Joshua succeed directly. Joshua has no current friends and the only interactions he has with people of his own age are with his two cousins, one of whom works in a strip club, and the other lives in another city and sees Joshua only infrequently. 7 References Stringer, E. & Dwyer, R. (2013). Action research in human services (4th ed.). Pearson Education Inc.